王蔷英语教学法教程第2版笔记电子版

王蔷英语教学法教程第2版教材重点难点笔记

第2章 交际教学原则与任务型语言教学

本章要点：

1Language use in real life vs. traditional pedagogy

语言在日常生活中的使用与传统教学法

2The differences between language used in real life and language taught in the classroom

日常生活语言与课堂语言的不同

3Definition of communicative competence and its five components

交际能力的定义和它的五个组成部分

4Principles of Communicative Language Teaching

交际语言教学的原则

5CLT and the teaching of language skills

交际语言教学与语言能力教学

6Main features of communicative activities

交际活动的主要特点

7Task-based Language Teaching

任务型语言教学

8Four components of a task

任务的四个部分

9PPP and Task-based Language Teaching

介绍，练习和产出与任务型语言教学

10The steps to design tasks

设计任务的步骤

11Appropriateness of CLT and TBLT in the Chinese context

交际语言教学的恰当性和中文环境的任务型语言教学

本章考点：

语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。

王蔷英语教学法教程第2版第二章考点一

Ⅰ. Language use in real life vs. traditional pedagogy（语言在日常生活中的使用与传统教学法）

【考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同】

The ultimate purpose of foreign language teaching is to encourage students to use the foreign language in work or life when necessary. Therefore, teachers should teach the kind of language used in real world rather than all kinds of language; and teachers should teach language in the manner it is used in the real life.

The differences between language used in real life and language taught in the classroom:

①Language used in real life is to achieve certain communicative functions. e.g. to give orders, to exchange information, or to express thanks, etc.; Language teaching in traditional classroom focus on the mastery of language forms rather than the development of communicative proficiency.

②In real life, we use all language skills, including listening, reading, speaking and writing. Traditional pedagogy tends to practice one or two specific language skills and neglect the others for various reasons.

③Language in real life always closely links language to its context. But language taught in traditional classroom tends to be context-independent.

日常生活语言与课堂语言的不同：

①日常语言用来执行交际功能，比如下达命令、交流信息或致谢。传统的课堂语言更注重掌握语言形式而非培养交际能力。

②在日常语言中，人们会使用所有的语言能力，包括听、读类的接受能力和说、写之类的产出能力。由于种种原因，课堂语言只注重一两种能力而忽视其他的技能。

③日常语言总是用于某个情境之中的语言，而传统的教学法倾向于把语言与其语言环境分离开来。

王蔷英语教学法教程第2版第二章考点二

Ⅱ. Communicative competence（交际能力）

【考点：交际能力的定义和它的五个组成部分】

One solution to address the gap between classroom language teaching and real-life language use is to adopt communicative language teaching.

The purpose of CLT is to develop students’ communicative proficiency.

采用交际教学法可以弥补课堂语言教学和实际语言应用之间的差距。

交际教学法的目标是培养学生的交际能力。

1、Definition of communicative competence（交际能力的定义）

It not only focus on knowledge about the language and language skills, but more importantly, on the ability to use the language appropriately in specific communicative situations.

交际能力既包括语言知识能力和语言技能，也包括如何在特定的交际环境中恰当地使用语言的能力。

2、Five components of communicative competence (Hedge 2000) 交际能力的五个组成部分 (赫奇，2000)

They include linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.

即语言能力、语用能力、语篇能力、策略能力以及流利程度。

(1) Linguistic competence

It is concerned with knowledge of the language itself, its form and meaning.

(1) 语言能力

语言能力指的是会使用语言知识的能力，包括形式与意义。

(2) Pragmatic competence

It refers to the appropriate use of the language in social context. In other words, the choice of the vocabulary and structure depends on the situations, the relative status of the speakers, and their relationships.

(2) 语用能力

在社会环境中恰当使用语言的能力。根据相关情境、谈话者的社会地位以及人际关系来选择相应的词汇与结构。

(3) Discourse competence

It refers to one’s ability to create coherent written text or conversation and the ability to understand them.

(3) 话语能力/语篇能力

能作出连贯完整的文章，造出适当的话语并理解它们的能力。

(4) Strategic competence

Strategic competence is similar to communication strategies. It refers to strategies employed in communication breakdown due to lack of resources.

(4) 策略能力

与交际策略相似，指的是当缺乏足够的语言知识造成交流中断时运用策略解决问题的能力。

(5) Fluency

It means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation’.

(5) 流利

将语言各单元熟练连接起来，没有压力、不该有的迟缓或者过多迟疑。

3、Communicative competence and linguistic competence（交际能力和语言能力）

The term communicative competence is often discussed in contrast to Chomsky’s term linguistic competence, which refers to an ideal speaker-listener's internalized knowledge of language. For example, the system of mastered rules and the ability to understand and produce a vast number of sentences.

Communicative competence is understood as the ability not only to be able to form grammatically correct sentences by applying the grammatical rules of the language but also to know when, where and with whom to use these sentences.

交际能力通常和乔姆斯基提出的语言能力形成对比。语言能力是指一个理想的说话人或听话人所拥有的内在化的语言知识。如掌握的语法规则以及理解和产出语言的能力。交际能力指的是不仅能使用语法规则来组成语法正确的句子．而且知道何时何地向何人使用这些句子的能力。

王蔷英语教学法教程第2版第二章考点三

Ⅲ. Implications for teaching and learning (见课中练习部分)（对教与学的启示）

Teaching must enable learners to grasp the five components of communicative competence, but not just the linguistics competence.

教学要能使学生掌握上述五种交流能力，而不能只会一种语言能力。

王蔷英语教学法教程第2版第二章考点四

Ⅳ. Principles of Communicative Language Teaching (CLT)（交际语言教学的原则）

【考点：交际语言教学的原则】

1、Principles（原则）

(1) Communication principle

Activities that involve real communication promote learning.

(2) Task principle

Activities in which language is used for carrying out meaningful tasks promote learning.

(3) Meaningfulness principle

Language that is meaningful to the learner supports the learning process.

(1) 交际原则

真实的交流活动促进学习。

(2) 任务原则

语言被用来执行有意义的任务。

(3) 意义原则

对学习者有意义的语言促进学习进程。

2、Weak and strong versions of CLT (Howatt, 1984) 交际语言教学的两种版本 (豪厄特，1984)

(1) Weak version

Learners first acquire language forms and functions and then cultivate the ability to use them in communication.

(2) Strong version

It claims that learners acquire language in the process of communication.

(1) 弱版本

学习者先习得语言结构，然后学习怎样用于交际。

(2) 强版本

它认为学习者在交际中习得语言。

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王蔷《英语教学法教程》（第2版）笔记和课后答案

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王蔷英语教学法教程第2版第二章考点五

Ⅴ. CLT and the teaching of language skills（交际语言教学与语言能力教学）

【考点：交际语言教学与语言能力教学】

Communicative competence in language teaching practice refers to develop learners’ language skills including listening, speaking, reading and writing.

Listening and speaking skills need to be redefined in the real communicative situations. In other words, students should have the opportunity to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.

Listening is not only complementary to speaking, but an independent skill with its own objectives.

In CLT, the purpose of reading is to extract meaning or information and the acquisition of grammar and vocabulary is a supplement to such a process. In CLT, students use different skills such as skimming and scanning according to different reading purposes.

CLT has not replaced the previous methodologies. It has only expanded the areas: to incorporate functions into language content, to regard learning process as cognitive style and information processing and to view product as different language skills.

在语言教学实践中培养交际能力就是要培养学习者听说读写的能力。

在真实的交际中，听力技能和口语技能需要重新定义，也就是说，如果可以的话，学生应该有机会听到并说出有意义的、真实的、不可预测的和创造性的话语。

听不仅与说相辅相成，也是一种独立的技能。

在交际语言教学中，阅读的作用是提取意义或信息，语法和词汇的学习是为阅读做准备的。在交际语言教学中，阅读目的不同，学生使用的阅读技巧也不同，比如有略读、浏览。

交际语言教学没有取代之前的教学方法。它只是将语言内容与功能结合起来，将学习过程理解为认知风格和信息加工过程，将语言产出分为不同的语言技能。

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